Bibliography: Bilingual Education (page 526 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Brooklyn New York City Board of Education, Norma C. Iribarren, and Miami Beach Spanish Curricula Development Center.

Spanish Curricula Development Center, Miami Beach, FL. (1976). SCDC Spanish Curricula Units. Language Arts Strand, Unit 7, Grade 3, Teacher's Guide–Multi-Ethnic Edition. Unit seven of a bilingual language arts strand for grade three contains both instructional and assessment activities in structured reading and creative written and oral expression, with a focus on the theme of the extended community. The teacher's guide for kits 25-28 lists the focus, objective, and materials needed for each activity in English and Spanish; detailed teacher instructions are in Spanish only. Sources for stories and poems to be read in each kit are two small, illustrated Spanish student books. In addition to the reading, kits cover paragraph structure, nouns, verbs, adjectives, adverbs, fantasy writing, writing of an interview, drama, similes and metaphors, free verse, oral expression through the senses, derivative words, biographies and autobiographies, changes in nouns, different kinds of words, dictionary skills, expression of feelings orally and through pantomime and body movements. Activities support four spiraling questions: what the elements are, how wants and needs are met, how change occurs, and what results of change are. Each kit, designed for a teaching period of two to three weeks, contains assessment activities. Descriptors: Bilingual Education, Childrens Literature, Community Characteristics, Creative Expression

Spanish Curricula Development Center, Miami Beach, FL. (1977). Intermediate SCDC Spanish Curricula Units. Language Arts, Unit 1, Kits 1-4, Teacher's Guide. Reflecting the theme "our community", this unit consists of Kits 1-4 which are organized in three sections: reading, language analysis, and creative expression. The reading section includes two readers which contain three poems and five stories dealing with a grandmother's efforts to help support the family, a female pilot who successfully lands a damaged plane, a boy who finally overcomes his problem of not being able to make decisions, an ant colony, and a boy with a harmonica. In the language analysis activities, the child works with phrases, sentences, capital letters, punctuation marks, the letter combinations "ce" and "ci", the subject and predicate, direct and indirect object, common and proper nouns, plural forms and gender of nouns, the syllables "ge" and "gi", primitive and derivative nouns, personal pronouns, word syllables, and accent mark in words. Creative expression activities include evaluating paragraphs, writing a paragraph and a story, interpreting non-verbally a story passage, discussing language usage as a publicity technique, writing advertisements, giving a speech to persuade, identifying elements of drama, designing the scenery, making an invitation, and writing a short drama. Teacher instruction for the activities are in Spanish. Descriptors: Bilingual Education, Childrens Literature, Creative Expression, Elementary Education

Spanish Curricula Development Center, Miami Beach, FL. (1977). SCDC Spanish Curricula Units. Fine Arts Strand, Unit 9, Grade 3, Teacher's Guide. The fine arts strand of unit nine for third graders is oriented toward the basic theme of the nation as a community. While kits 33-36 teach the child music theory, creative dramatics, songs, and dancing, they also deal with 4 spiraling questions pertaining to the individual, his alternatives, how he can initiate change, and the results of change. This teacher's guide contains fine arts instructional and assessment activities. Focus, objectives, and materials for each activity are given in English and Spanish, with teacher instructions only in Spanish. Songbooks accompany each of the four kits and a cassette (available separately from the Dissemination Center) records the vocal and instrumental selections. Group and seatwork activities are described, including such exercises as singing songs, discussing their meanings, and relating them to the spiraling questions. Specific music concepts explored include the relation between sounds and music symbols; note staff positions; the timbre of string instruments; two part harmony; the metric value of the quarter, eighth, and sixteenth notes; and music styles, expression and rhythm. Assessment activities provide appropriate testing materials by which to measure the child's knowledge acquired in the instructional activities and to determine concepts needing reinforcement. Descriptors: Bilingual Education, Cultural Education, Dance, Educational Media

Spanish Curricula Development Center, Miami Beach, FL. (1977). SCDC Spanish Curricula Units. Language Arts, Unit 4, Grade Two, Teacher's Guide. As in kits 1-12, the kits in this bilingual language arts strand offer activities in oral language development and language-experience reading, structured reading, and comprehension and interpretation skills. Basic themes of this unit for Spanish-speaking second graders is the neighborhood. Activities also support subthemes of the child, his needs and wants, his resources in the community, and how he uses them. Focus, objective, and materials for each learning activity are given in English and Spanish; teacher instructions are in Spanish. Four small picture books for students (Spanish dialogue/descriptions) come with the guide. Specifically, kit content includes the child and his neighborhood, feelings, and resources; practice with letters, words, structures; listening to, comprehension and interpretation of a legend; the child's needs and wants related to the neighborhood–human, health, safety, recreation; identification of ways of communication, community helpers, and places as resources; structured reading, comprehension and interpretation of the pupil's book; workers, their use of hands, working activities, material resources, and occupations; structured reading of a plateau book; review of letters, sounds, syllables, and word structure. Testing activities are included. Descriptors: Bilingual Education, Childrens Literature, Community Resources, Decoding (Reading)

Spanish Curricula Development Center, Miami Beach, FL. (1977). SCDC Spanish Curricula Units. Language Arts, Unit 10, Grade 3, Teacher's Guide. Kits 37-40 of the bilingual (Spanish-English) language arts strand present reading, language analysis, and creative expression activities similar to those found in earlier kits of this spiral curriculum. Basic theme of unit 10 for grade three is communities around the world. Focus, objective, and materials are listed for each activity; assessment activities are included. Each kit presents one of the spiraling questions: who the individual is, what his alternatives are, how he can initiate change, and what the results of change are. Two pupil books, including materials from South and Central America, and support materials are also a part of unit 10. Kit content deals with reading for detail; written accent; oral and written activities in which students create their own stories; adaptations of "Martin Fierro"; biographies of Simon Bolivar and Benito Juarez; hyphens and contractions; oral, written, and nonverbal activities which express feelings; abbreviations; review of capital letters; oral and written activities about the concept of conservation of the ecological system; adaptation of a Jose Marti poem; a Puerto Rican folklore story; review of past, present, and future tenses; and writing advertisements. Each kit is designed for a two to three week instruction period. Descriptors: Bilingual Education, Creative Expression, Cultural Awareness, Grade 3

Spanish Curricula Development Center, Miami Beach, FL. (1977). SCDC Spanish Curricula Units. Fine Arts, Unit 10, Grade 3, Teacher's Guide. Unit 10 of a fine arts bilingual program developed for the third grade is oriented toward the basic theme of communities around the world and supports the spiraling questions of who the individual is, what his alternatives are, how he can initiate change, and what the results of change are. This teacher's guide to kits 37-40 explains focus, objective, and materials for each of the learning activities in English and Spanish; teacher instructions are in Spanish. Kit content includes recognition of the timbre of the harpsichord, binary form of a musical selection, changes in musical dynamics, rhythm, interpretations of song with original dramatizations, rhythmic game, major and minor modes, percussion instruments, Mexican dance, part-singing canon, rhythmic experiences, harmony, note positions, original dramatizations of a song and musical selection, biographic studies about Robert Schumann, harmony singing, expressive qualities of music, musical story ("The Singers of Bremen"), review of note values through rhythmic game, clapping, and rhythmic movements. Unit 10 also includes a recording of vocal and instrumental selections on cassette (available separately from the Dissemination Center). Each kit has assessment activities. Descriptors: Bilingual Education, Class Activities, Dance, Dramatic Play

Spanish Curricula Development Center, Miami Beach, FL. (1977). SCDC Spanish Curricula Units. Fine Arts, Unit 4, Grade Two, Teacher's Guide. Fine Arts for second graders are explored in the instructional and assessment activities in this teacher's guide to unit four. Unit four revolves around the basic theme of the neighborhood. Kits 13-16 treat the spiraling questions of who the child is, what his wants and needs are, what his resources are, and how he uses his resources. Focus, materials and objective for each activity are in Spanish and English, with teacher instructions in Spanish only. Words and music for about 18 songs are provided; recordings of vocal and instrumental selections can be heard on Cassette 13-16 (available separately from the Dissemination Center). Students sing the songs, relate their texts to social studies themes, and study specific music concepts featured in each song. Dancing, drawings, discussion and work with percussion instruments are also among the activities. Areas of study include the expressive qualities of music; rhythm patterns and their relationship to the tempo and character of music; the musical elements of form, pitch, timbre, mood and appreciation; and the intonation and dynamic levels of vocal interpretation. Assessment activities determine how much knowledge the children have acquired in the instructional activities and what areas need reinforcement. Descriptors: Aesthetic Education, Aural Learning, Bilingual Education, Cultural Education

Spanish Curricula Development Center, Miami Beach, FL. (1977). SCDC Spanish Curricula Units. Spanish SL Strand, Unit 4, Grade Two, Teacher's Guide. Unit four of the Spanish as a Second Language Strand for grade two offers learning and assessment activities designed to provide the English-dominant child with structures and vocabulary for effective communication in a bilingual environment. The neighborhood is the basic theme for activities in kits 13-16 to help build concepts in a new language through active participation in formal and informal language experiences. All kits provide for oral language development, structured reading, comprehension, and interpretation. Each has assessment activities and lists of vocabulary and skills of decoding, comprehension, and interpretation, including pages where they appear in the text. Kit content is as follows: neighborhood places and tasks; comparison of country and city neighborhoods (plus animals found in each); number lines; order of events, main ideas, feelings of characters; community human/material resources; weather; numerals 21-30; enumerating, subsuming; community human, communication, emergency, and entertainment resources; rooms and furniture in a house; family members; school rooms/personnel; time; geometric figures; addition and subtraction equations. Three small student books in Spanish accompany the guide. Descriptors: Bilingual Education, Childrens Literature, Communicative Competence (Languages), Community Resources

Spanish Curricula Development Center, Miami Beach, FL. (1977). SCDC Spanish Curricula Units. Social Science, Unit 6, Grade 2, Teacher's Guide. The social science strand of unit six for second graders expands the conceptual field of the child from the school as a community to the neighborhood as a community. Both instructional and assessment activities are featured in the four kits of this teacher's guide. Focus, objectives, and materials for each activity are given in English and Spanish, with teacher instructions only in Spanish. Instructional activities in Kit 21 deal with the basic concepts of interdependence, cooperation, values and societal control as the children identify occupations, the elements of a neighborhood, kinds of neighborhoods, and ways families contribute to the welfare of other community members. Kit 22 deals with tradition and causality as children identify old but useful things in the neighborhood, report on changes, and explore the cause-effect relationship. Kit 23 works with the concepts of conflict and differences as it makes the child aware that neighborhoods are composed of people who think differently and have different ethnic and cultural backgrounds. The child identifies ways groups settle differences and learns how minorities can influence the democratic process. Kit 24 seeks to make the child aware that he can initiate change as it studies the basic concepts of cultural change and modification. Descriptors: Bilingual Education, Community Characteristics, Conflict Resolution, Cultural Differences

Spanish Curricula Development Center, Miami Beach, FL. (1977). SCDC Spanish Curricula Units. Social Science Strand, Unit 9, Grade 3, Teacher's Guide. Instructional and assessment activities for grade 3 social sciences are presented in this teacher's guide to unit nine of the social sciences strand. Focus, objectives, and materials for each activity are given in English and Spanish, with teacher instructions only in Spanish. The unit expands the conceptual field of the child in terms of the nation as a community; each of its four kits treats a spiraling question and is designed for instruction of two to three weeks. Kit 33 examines who the individual is, as students learn about the territory explored and colonized by the Spanish and the historical backgrounds of states along with their resource, need, and income relationships. Kit 34 revolves around what the individual's alternatives are as students trace their ethnic backgrounds and study historical landmarks, events and traditions. Kit 35 questions how one can initiate change with looks at past and present conflicts. Kit 36 concentrates on what happens as a result of change as it compares past and present life styles and identifies the impact man and environment have on each other. Seatwork and group activities are presented. Content sources include stories, newspapers, maps, dramatizations, research work, group reports, guided discussion, and the child's own experience. Descriptors: American History, Bilingual Education, Change Agents, Cultural Education

Spanish Curricula Development Center, Miami Beach, FL. (1976). SCDC Spanish Curricula Units. Fine Arts Strand, Unit 7, Grade 3, Teacher's Guide–Multi-Ethnic Edition. Consisting of kits 25-28, the fine arts strand of unit seven for third grade Spanish-speaking children has as its basic theme the extended community. Learning and assessment activities support the question of how change occurs. Focus, objective, and materials needed for each activity are listed in English and Spanish; detailed teacher instructions are in Spanish only. Each kit is designed for a two to three week teaching period. Kit content covers tempo, graphic representation of a rhythm score, rhythm band instruments, expression through finger painting, musical phrases and rhymes, auditory and visual differentiation of eighth and quarter notes, repeat sign, half notes, familiar instrumental works, sound dynamics, music's expressive qualities, properties and timbre of orchestra instruments, identification of notes on staff, language of music, A B form of songs, interpretation of music by corporal movements, triple and duple meter, melodic contour, pitch level, and musical form and symbols. Unit seven also includes a cassette recording of vocal and instrumental selections (available separately from the Dissemination Center). Descriptors: Aesthetic Education, Bilingual Education, Cultural Education, Fine Arts

New York City Board of Education, Brooklyn, NY. Office of Bilingual Education. (1987). Reading in 3 Languages. La lectura en 3 idiomas. La lecture en langues. Manual Prepared for the Bilingual Demonstration Project, Title VII. The manual contains forms, handouts, checklists, and other materials used in and developed by the Bilingual Screening and Reading Clinic Demonstration Project of New York City's Community School District 3. The materials are provided for teachers and administrators to use or modify for working with bilingual school populations in need of specialized remedial reading services. A description of the program and its philosophy is provided, and subsequent sections contain materials on screening, diagnosis, classroom planning, involving parents, and regulations and resources. The materials include student profile forms, notes on developmental stages and characteristics, referral forms, notes on the teacher's role, screening checklists, child and parent interview formats, classroom assessment profile forms, assessment worksheets, a sample case study report, sample classroom and reading center organizational materials, and form letters and authorizations. This manual is intended for parents and professionals to refer to for the following purposes: (1) to learn more about the components and activities of the Bilingual Screening and Reading Clinic Demonstration Project–Community School District #3; (2) to find appropriate explanations of and materials suitable for problems of children with whom they are in daily contact; (3) to learn about resources and problems in the areas listed in the manual; and (4) to assess the completeness of their role in the screening or diagnosis of children with reading/language needs.   [More]  Descriptors: Bilingual Education Programs, Check Lists, Elementary Secondary Education, English (Second Language)

Spanish Curricula Development Center, Miami Beach, FL. (1977). SCDC Spanish Curricula Units. Science/Math Strand, Unit 4, Grade Two, Teacher's Guide. The teacher's guide for unit four of a Spanish science/math strand for second graders contains instructional and assessment activities for kits 13-16. Each designed for a two- to three-week teaching period, the kits' activities are geared toward guiding the child to discover correct answers through methods provided and, by putting materials in his hands, helping him discover facts through participation and use of reasoning powers. The guide lists focus, objective, and materials in English and Spanish for each learning activity; teacher instructions are in Spanish. Specific activities cover volume–gallon, quart, pint; fractions one-half and one-quarter; "more than" and "less than" symbols; comparatives "shorter than" and "taller than"; addition and subtraction combinations–missing addends, subtrahends, and operational symbols; commutative principle; subtraction as inverse of addition; parenthesis in addition combinations; plants–classification and germinations of seeds, function of parts of a plant, plant identification, usefulness to man; addition and subtraction of sets of 10-19 elements; missing addends and subtrahends; animals–characteristics, habits, usefulness to man; longitude–inches, feet, yards; three dimensional forms; counting by ones to 100; the five senses; change caused by environment and growing older. Descriptors: Addition, Age, Bilingual Education, Botany

Spanish Curricula Development Center, Miami Beach, FL. (1975). SCDC Spanish Curricula Units. Science/Math Strand, Unit 6, Grade 2, Teacher's Guide–Multi-Ethnic Edition. The science-math strand of unit six for second graders deals primarily with the concepts of conservation, relativity, adaptation and ecology. This teacher's guide to Kits 21-24 presents instructional and assessment activities revolving around the basic theme of the neighborhood as a community. Focus, objective, and materials for each activity are given in English and Spanish, with teacher instructions in Spanish only. Math activities review place value and the associative and commutative principles of addition and subtraction. Students measure line segments and are introduced to points, parallel lines, and intersections. One, two, and three digit numbers are added and subtracted, and their place values discussed. Through discussion, simple experiments, and observation, students learn matter, the forms it can take, and how matter and energy exist in fixed but interchangeable quantities. Relativity is understood as pupils describe the position of objects relative to other reference objects or to themselves. Reproductive patterns are observed in some plants and animals; adaptation is introduced with study of how organisms depend on and adapt to environment. The ecology section deals with the interaction of plants and animals with their environments and their dependence upon each other. Descriptors: Adjustment (to Environment), Bilingual Education, Ecology, Elementary School Science

Iribarren, Norma C. (1976). Lenguaje. Libro de maestro (Language. Teacher's Guide). This teacher's manual is a guide for the lessons in the student's workbook, "Lenguaje." General objectives are given for each unit as well as specific objectives for each lesson. The detailed lesson plans are presented under four headings: (1) "Motivacion," (2) "Actividades de aprendizaje," (3) "Comprobacion," and (4) "Medios auciliares." Descriptors: Bilingual Education, Educational Objectives, Elementary Education, Instructional Materials

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